STUDENT NAME: _______________________________________

SCORE: _______

NBHS School-Wide Rubric LITERACY 4 EXCEPTIONAL Demonstrates thorough comprehension of the source text(s) and/or content.

Reading

Analysis

1 INADEQUATE Demonstrates little or no comprehension of source text(s) and/or content.

□ Shows an understanding of central idea(s) but its reference to important details may be vague. □ Contains some errors of fact or interpretation.

□ Fails to show an understanding of the text’s central idea(s), and may include only details without reference to central idea(s). □ Contains numerous errors of fact and/or interpretation.

Is mostly cohesive, adequate in its structure and control of language, but has some errors. In general, it shows control, but not command of structure and language.

Demonstrates little cohesion and limited skill in the use of language. Contains errors in structure or language that detract from the overall quality.

Demonstrates no cohesion and inadequate skill in the use and control of language. Contains numerous errors that impede understanding.

□ Includes a central claim and an adequate introduction and conclusion. □ Ideas - for the most part progress coherently. □ Has some complex sentences and precise word choice, but also some errors. □ Maintains a formal style and objective tone.

□ Lacks a clear central claim or deviates from it at times. □ Progression of ideas is unclear at times. □ Sentences may be repetitive and word choice, general or vague. □ Deviates from a formal style and objective tone.

Demonstrates insightful analysis and sophisticated understanding of the task.

Demonstrates adequate analysis and adequate understanding of the task.

Demonstrates limited analysis and only partial understanding of the task.

□ Makes skillful use of textual evidence (the best evidence is selected and analyzed), demonstrating a complete understanding of the text(s) and task. □ Focuses consistently on those features of the text that are most relevant to the task.

□ Contains appropriate and sufficient textual evidence to support its claims, showing an understanding of the text(s) and task. □ Focuses primarily on those features of the text that are most relevant to the task.

□ Makes limited and/or haphazard use of textual evidence to support its claims, demonstrating only some understanding of the text(s) and/or task. Or, it is a mix of relevant and irrelevant support. (It goes “in and out of frequency”). □ Lacks a clear focus on those features of the text that are most relevant to the task.

□ Shows comprehensive and complete understanding of the content’s central idea(s), the most important details, and how they interrelate. □ Free of errors of fact or interpretation.

□ Includes a precise central claim (thesis) and skillful introduction and conclusion. □ Ideas progress cohesively and seamlessly. □ Sentences are varied, and word choice is precise. □ Maintains a formal style and objective tone.

Demonstrates adequate comprehension of source text(s), but is not as thorough or complete as those in the “Exceptional” category:

2 DEVELOPING Demonstrates some comprehension of source text(s) and/or content.

Demonstrates highly effective command of the rules of standard written English, is free of mechanical errors, and is cohesive.

Writing

3 PROFICIENT

□ Shows an understanding of the text’s central idea(s) and some important details. □ Free of major errors of fact and interpretation.

□ Lacks a central claim. □ Lacks a recognizable structure or progression. □ Sentences and word choice are consistently inaccurate or incorrect. □ Lacks a formal style and objective tone.

Demonstrates little or no analysis or ineffective analysis and little or no understanding of the task. □ Contains little or no use of textual evidence to support its claims or the support provided is irrelevant. □ Does not focus on features of the text that are relevant to the task. □ Contains little or no analysis (e.g., is largely or exclusively summary).

Scoring Guidelines

In general, there are two ways to report the rubric score:

NBHS Literacy Score In order to be consistent with other school-wide rubrics, the overall literacy score for NBHS should be reported as a number, 1-4. To find this overall score, you should take the average of the three sub-scores and round to the nearest whole number. For example, if a student receives a 4 for Reading, a 2 for Writing, and a 3 for Analysis, their overall literacy score would be a 3 [(4+2+3)/3 = 3]. If a student receives a 3 for Reading, a 1 for Writing, and a 1 for Analysis, their overall literacy score would be 2 [(3+1+1)/3 = 1.7].

Converting to a 100-point or A-F Scale To convert to a 100-point or A-F scale, add the total for each sub-score together, and then consult the table below. For example, if a student receives a 3 for Reading, a 4 for Writing, and a 3 for Analysis, their total score would be 10 (3+4+3). Using the table below, that score would convert to roughly 90% or an A-/B+. Teachers can then adjust the scores +/- at their discretion to more accurately pinpoint the grade.

Score 12 11 10 9 8 7 6 5 4 3

% Range 100-97% 96-94% 93-87% 86-83% 82-77% 76-74% 73-67% 66-64% 63-60% 55%

Letter Grade A+ A A-/B+ B B-/C+ C C-/D+ D DF